Conservatory Lab Charter School
Year Twelve Site Visit Report
December 14, 2010
Boston, MA
School Profile
Conservatory Lab Charter School (CLCS)
Type of Charter
CLCS
Location
Boston
Regional/Non-Regional
Non-Regional
Districts in Region
NA
Year Opened
1999
Current Enrollment
154
Maximum Enrollment
154
Current Waitlist
598
Chartered Grade Span
K1-05
Current Grade Span
K1-051
Mission
The CLCS will engage all children by using the Learning Through Music Curriculum model to
ensure every child’s academic, creative, and social success, as validated by qualitative and
quantitative measures.
Demographics
The school reports that the racial and ethnic composition and percentages of selected populations
of the student body as of the date of the site visit are as follows:
Racial and Ethnic Composition and Selected Populations
African American
Asian
Hispanic
Native American
White
Native Hawaiian, Pacific Islander
Multi-race, non-Hispanic
Special Education
Limited English proficient
Low Income
Number of Students
58
11
40
0
38
1
7
14
30
102
Percentage of Student Body
37%
7%
26%
0
24%
0.6%
4.5%
9.1%
19.5%
66.2%
The following participants conducted the site visit on December 14, 2010:
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1
Alison Bagg, Charter School Office (CSO), Department of Elementary and Secondary
Education (ESE),
Joanna Laghetto, CSO, ESE,
Heidi Lyne, The Neighborhood House Charter School,
Lori Likis, Cambridge Public School District,
Danielle Tata, Boston Collegiate Charter School
The school’s charter was amended in June 2008 to add K1.
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Massachusetts Department of Elementary and Secondary Education
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Before the visit, the site visit team reviewed the school’s 2009-10 annual report, the Year 11 Site
Visit Report, the school’s accountability plan, board materials, and recent internal and external
assessment data. On site, the team reviewed curricular documents and other information
provided by the school. The team conducted 15 classroom observations and interviewed trustees
(8), administrators (3), teachers (6), families (5), and students (6).
The school’s charter was renewed with conditions on January 27, 2009. The conditions imposed
by the Board of Elementary and Secondary Education (BESE) on the school’s charter at the time
of renewal were as follows:
1. By December 2009, the school shall implement its Learning Through Music program in
alignment with its charter or amend the charter to accurately reflect the school’s current
program.
2. By December 2010, the school shall provide evidence, written and as documented through
the site visit process, of consistent implementation of its educational program in alignment
with its charter.
3. By September 1, 2010, the school will be located in a programmatically accessible facility.
The school shall provide the Charter School Office with the following information prior to
that date:
a. By June 1, 2009, documentation of the vote by the school’s board of trustees that
determines whether the school will renovate its current facility or intends to relocate.
b. By September 1, 2009, documentation of estimates and timelines for renovation of
the school’s current facility or documentation of progress in identifying a new
location, including how the school will meet accessibility requirements.
The site visit conducted by the Charter School Office had the following purposes:
 to review the progress that the school has made in meeting the conditions imposed,
 to corroborate and augment the information contained in the school’s annual report, and
 to provide evidence that will support decisions regarding the school’s charter.
Site visits focus on three central areas of inquiry: faithfulness to the terms of the school’s charter,
academic program success, and organizational viability. The team’s findings in each of these
areas are presented below.
I. Meeting the Conditions of Renewal
1. By December 2009, the school shall implement its Learning Through Music program in
alignment with its charter or amend the charter to accurately reflect the school’s current
program.
Finding: The school has met this measure. CLCS has amended its charter to reflect the school’s
current Learning Through Music program.
The CLCS charter proposed an educational model in which students would succeed in traditional
academic subjects through the integration of the study of music into all areas of the curriculum.
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This model was referred to as Learning Through Music (LTM) and the school was proposed as a
lab in which the model could be developed, researched, and ultimately disseminated to other
educational organizations. At the time of the school’s renewal, it was found that the school was
not faithfully providing a program in line with the school’s mission; there was limited integration
of music into traditional academic subjects, and students received one, 30 minute
interdisciplinary LTM class each week. Additionally, it was found that the school was not
measuring the efficacy of the LTM program, as outlined in the school’s charter and mission
statement.
Over the past two years, CLCS has amended its charter to reflect the school’s current LTM
program. In November 2009, CLCS received approval from the Commissioner of the
Department for a major amendment to the school’s mission. The amendment added
Expeditionary Learning (EL) as the curricular and pedagogical model through which the school
would develop and implement its LTM program. EL provides a framework for the creation of
long-term interdisciplinary units (called expeditions) that contain “real world” investigations
during which students do fieldwork, interview experts, document their learning through projects,
and end each expedition with a public celebration of learning. CLCS adopted the EL framework
during the 2009-10 school year and began to document LTM units using the EL model. As
discussed further below, CLCS is providing an LTM program using the EL model.
Additionally, CLCS received approval for two minor charter amendment requests in September
2010. The school amended its charter to incorporate a whole-school, orchestral program called
El Sistema. Inspired by the network of youth orchestras begun in Venezuela by Dr. Jose Abreu,
EL Sistema USA trains music educators (called Abreu Fellows) to develop and teach an
ensemble music program to school children. CLCS has partnered with El Sistema USA; two of
the Abreu Fellows work at the school and oversee the incorporation of El Sistema. Started this
school year,(2010-2011), each afternoon, from 2:30 to 5:30, students take a variety of music
classes, such as instrumental, choir, music literacy, world percussion, string orchestra, or wind
ensemble. They are taught by approximately 16 “resident artists.” Prior to the addition of El
Sistema, all CLCS students learned to play the violin. Under the new program, students are able
to choose their instrument. The second minor amendment approved in September 2010 was a
lengthening of the school day to accommodate the incorporation of El Sistema into the school’s
program.
As discussed in the next finding, CLCS has incorporated the EL program, El Sistema, and a
variety of other music initiatives that allow the school to deliver a program aligned with its
mission.
2. By December 2010, the school shall provide evidence, written and as documented
through the site visit process, of consistent implementation of its educational program in
alignment with its charter.
Finding: The school has met this condition. All stakeholders reported, and evidence gathered by
site visitors confirmed, that CLCS has created a LTM program in alignment with its charter. The
school is implementing an ambitious combination of programs that integrate music into the
school’s curriculum.
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Site visitors found ample evidence, written and as observed throughout the school, of consistent
implementation of the school’s educational program in alignment with its charter. All of the
school’s major initiatives: Expeditionary Learning (EL), Learning Through Music (LTM), the
integration of the five music processes into instruction, the Listening Project, and El Sistema are
clearly reflected at all grade levels. Site visitors determined that CLCS has created a coherent
music curriculum out of many initiatives.
Expeditionary Learning: As noted above, EL is the vehicle through which the LTM curriculum
is documented and delivered. This year, CLCS has engaged in further professional development
about the EL model and about developing EL curriculum. Teachers and administrators have
attended EL conferences, visited EL schools, and have had in-house professional development.
Similar to last year, CLCS receives 28 coaching days from an EL school designer to help
teachers create and revise curriculum. At the time of the Charter School Office’s April 2010
visit, CLCS had documented 21 LTM units. During the December 2010 visit, the school had 23
units, and had engaged a senior editor and researcher whose primary responsibility is to edit and
refine all LTM units to ensure alignment with the EL framework. Each grade level has
approximately three units of study – called expeditions – for a school year. The senior editor and
researcher reported that approximately half of the LTM units are fully aligned with the EL
model. Site visitors found that these LTM units were aligned to EL practices and notable for
their comprehensive scope and detailed documentation. The LTM expeditions consist of an
overarching theme usually related to science or social studies. The expedition is further broken
down into multiple investigations – smaller units of study that can be used to explore the
expedition’s theme. The school continues to prepare, with the help of the editor/researcher, for a
planned nationwide LTM conference in 2012, when CLCS will present its LTM curriculum and
practices. Additionally, CLCS has developed rubrics to assess student attainment of each
expedition’s learning goal.
Learning Through Music: Site visitors found that implementation of the LTM classes had
improved since the last visit. Students attend daily, hour long, LTM classes. Administrators
explained to visitors that music is incorporated into every expedition, but not every investigation,
so visitors might not see explicit music instruction during LTM classes. Most investigations,
however, do contain a connection to music in some way. Site visitors observed five LTM classes,
three of which incorporated the study of music. Site visitors found that the LTM classes were
interdisciplinary and found evidence that documentation of the LTM expeditions is taking place,
as required by the EL model. Additionally, site visitors found that a majority of students were
actively engaged in LTM classes and focused on learning.
Five Music Processes: Another way CLCS incorporates learning through music into classroom
instruction is by the use of the five music processes: questioning, creating, listening, performing,
and reflecting. Site visitors observed posters outlining the five processes in classrooms. Teachers
and administrators cited the five processes as integral practices that inform instruction. Site
visitors observed students engaged in listening, reflecting (verbally or in writing), creating,
performing, and questioning. Most often, site visitors saw these processes in the LTM classes, or
a new class begun this year called The Listening Project.
Listening Project: The Listening Project is a daily, 15 minute class in which students study 30
songs of one genre over the course of the school year. Begun this fall, teachers, students, and
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administrators all expressed enthusiasm for the Listening Project, an initiative meant to teach an
appreciation for, and the history of, music. Created by teachers and an administrator, teachers are
provided with short, daily lesson plans that introduce a piece of music, provide history to
students, and ask them to listen to, reflect upon, and discuss the piece. Each grade level is
assigned a genre of music – from classical to rhythm and blues – to explore for the entire year.
These genres do not explicitly tie to the themes covered by LTM, but exist as a standalone class.
Site visitors observed two Listening Project classes and found that students actively listened to
the music, wrote in journals about it (if age appropriate), and engaged in a discussion about the
piece.
El Sistema: Last year, in order to strengthen the school’s music program, CLCS administrators
and board members began to plan the adoption of the El Sistema program. After interviewing
parents and assessing support for a whole school orchestral program and a longer school day,
CLCS’s board of trustees voted to implement the program in March 2010. CLCS opened the
2010-11 school year with a new, three hours a day, five days a week music literacy and
performance program. One of the school’s co-directors oversees El Sistema, the two Abreu
Fellows and the 16 music teachers. All stakeholder groups were able to describe the dual
purposes of the program – to develop music and social skills. While administrators, teachers, and
board members all reported that the logistics of organizing students into the three hours of
choral, instrumental, orchestral, music theory, and tutoring sessions initially proved to be a
challenge, by the time of the site visit, the program was reported to be running smoothly. All
stakeholders expressed high levels of enthusiasm for the program. Students were particularly
happy with the multiple music classes and opportunity to play new instruments. Teachers noted
that many of the music teachers help in the development and refinement of LTM units. On the
day of the site visit, the school’s two Abreu Fellows were seen co-teaching LTM classes. CLCS
is currently altering the requirements of the program to better fit the abilities of pre-kindergarten
and kindergarten students. Additionally, the school is planning to alter its schedule to include El
Sistema classes during the morning, or mid-day, instead of the afternoon in order to more fully
integrate music into the regular school day.
3. By September 1, 2010, the school will be located in a programmatically accessible
facility. The school shall provide the Charter School Office with the following information
prior to that date:
By June 1, 2009, documentation of the vote by the school’s board of trustees that
determines whether the school will renovate its current facility or intends to
relocate.
By September 1, 2009, documentation of estimates and timelines for renovation of
the school’s current facility or documentation of progress in identifying a new
location, including how the school will meet accessibility requirements.
Finding: The school has met this condition.
As stated in the Year Eleven Site Visit Report, the school met this condition. The CLCS board of
trustees voted in May 2009 to renovate the school’s current facility and administrators provided
the Charter School Office with an accessibility plan that same month. Over the summer of 2009,
the school completed a five week renovation of its facility to make it programmatically
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accessible. Charter School Office staff, along with staff from the Department’s Program Quality
Assurance unit, visited the school in September 2009 and found that the facility is
programmatically accessible for students with disabilities.
II. Faithfulness to the Terms of the Charter
Are the school’s mission, vision, educational philosophy, and pedagogical approach, as
articulated in the charter application and subsequent amendments, implemented in the
day-to-day operations of the school?
Finding: All stakeholders profess an excitement about and commitment to the school’s mission
as a music infused school; CLCS seeks to establish a model that can be replicated.
Teachers, students, administrators, board members, and parents all reported that CLCS has
created an academic program where music is a vehicle for learning, as well as its own subject.
All groups spoke with excitement about the multiple ways in which students engage with music
throughout the school day. Parents stated that CLCS used music to introduce and augment
academic subjects. They also felt that students had more ownership of their own musical
development this year with El Sistema. Students described the school’s new programs – El
Sistema, the Listening Project, Expeditionary Learning, and LTM – with great detail and
enthusiasm. Board members and administrators reported that teachers had fully embraced their
role as academic and music teachers and committed to a LTM model during the past two years.
Additionally, board members and administrators reported that the school’s goal is to create a
replicable model. Citing media reports and attention, board members noted that educational
organizations from across the country have approached CLCS about replication. The school has
also established a goal of presenting their LTM units at a large conference in 2012.
Is the school’s governance/leadership structure implemented as articulated in the charter
application and subsequent amendments?
Finding: This year, CLCS has reallocated the responsibilities of the co-directors and added a
senior researcher/ editor to the administrative team.
Last year, the school’s administrative structure consisted of a head of school and two codirectors. The co-directors were responsible for a mixture of academic and operational duties;
each co-director oversaw three grade levels, teachers, and additional staff. This year, oversight of
academics has been assigned to one co-director, operations to the other. The co-director in
charge of operations also oversees El Sistema and the Listening Project. As mentioned above, the
school also hired a full time senior editor/researcher. She revised LTM units to incorporate EL
principles and practices, assists teachers in the creation of new LTM units, and helps to find
fieldwork opportunities for LTM units.
Has the school met or is it making progress toward meeting the faithfulness to charter
objectives set out in its accountability plan?
Finding: CLCS met, or partially met, a majority of the measures related to faithfulness to charter
contained in its accountability plan.
CLCS has reported against an accountability plan that was approved in September, 2009. The
accountability plan contains three objectives and nine measures related to faithfulness to charter.
The school has met four and partially met three of the measures. Two measures were not
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assessable; the school did not provide data that allowed site visitors to evaluate if the measures
had been met. More information about the school’s success in meeting the objectives and
measures contained in its accountability plan can be found in Section VI, Accountability Plan
Performance, of this report.
III. Academic Program Success
A. Curriculum
How is the curriculum reviewed and revised to ensure quality and effectiveness?
What is included in the documentation of the curriculum and what form does it take?
Finding: The Learning Through Music (LTM) curriculum is exceptionally well documented. The
senior editor/researcher reviews and revises LTM units in order to incorporate teacher feedback
and EL principles.
As mentioned above, the LTM curriculum has been created over the past year and a half,
primarily by CLCS teachers and guided by the principles of Expeditionary Learning (EL). Site
visitors examined 23 LTM units which are stored in physical binders. There are approximately
three per grade level. Each binder focuses on an expedition (an overarching theme) such as
immigration, freedom, snakes, or water. Expeditions run from eight to twelve weeks. The
expeditions relate to social studies or science and allow students ten weeks to explore the theme
and participate in interdisciplinary lessons. Each expedition is further broken down into smaller
units, called investigations. Each expedition is organized into two to four investigations that last
for two to four weeks. Site visitors examined LTM expedition binders and found that they
incorporate the EL design principles, refer to the Massachusetts curriculum frameworks (MCF),
contain assessment rubrics for each investigation, and assessments. Furthermore, each binder
contains documentation that demonstrates how the learning experiences contained in each unit
connect to the five music listening processes. The school has also documented which additional
curriculum strands are incorporated into units or lessons, such as music or literacy.
The school’s senior editor and researcher reported that half of the LTM units have been fully
documented, incorporating EL practices and vocabulary. CLCS is working towards having all
LTM units fully documented by 2012. The senior editor/researcher uses EL designer assistance,
teacher feedback, and El Sistema Abreu Fellow input to revise the LTM units. Teachers and
administrators noted that teachers must provide feedback to the senior editor/researcher on one
hundred percent of their LTM units. One teacher is currently creating a new unit – about the
Boston Harbor islands – and is working with the senior researcher and editor, the EL school
designer, and an Abreu Fellow to create the final expedition.
Does it articulate skills and concepts that each student should know?
Is the school’s documented curriculum aligned with state standards?
Finding: Most of the school’s lesson plans contain references to state standards. The school has
not generated a document that details how all areas of the curriculum relate to the MCF.
In addition to the extensively documented LTM curriculum, teachers create lesson plans for
other academic subjects such as math or literacy. However, based on the sampling of lesson plan
packets collected by site visitors, there is neither a school-wide template for creating a lesson
plan, nor a requirement to make a plan for each academic class of the school day. Some lesson
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plans were detailed and included descriptions of the lesson’s connection to the curriculum,
standards covered, the instructional processes, goals of lesson, learning targets, and assessment.
Other lesson plans were brief and only included a description of the lesson activities.
CLCS has a distinct math program – Think Math! – a comprehensive kindergarten-through-grade
-five program that provides lesson plans for teachers to follow. For English language arts, the
school uses a balanced literacy program, incorporating Wilson Fundations, Writer’s Workshop,
and guided reading. Science and social studies themes serve as the basis for the LTM units.
Additionally, a team of teachers and the co-director for operations create the Listening Project
lesson plans for teachers to follow. Like the LTM feedback process, teachers are required to
reflect on these lessons and deliver feedback to the Listening Project team.
During the review of documents and discussion with administrators, the site visit team
determined that CLCS has not yet produced a document that demonstrates vertical or horizontal
alignment of the entire curriculum, nor a document that shows full curricular alignment to the
MCF. The school has created a curriculum map and pacing guide for mathematics for all grades.
As noted above, LTM units relate to science or social studies themes. It was unclear to site
visitors how the school is covering the science and social studies standards outlined in the MCF
– particularly in the upper elementary grades. Of note, CLCS’ fifth grade science MCAS scores
show that only 16 percent of fifth graders are reaching proficiency in science in 2010.
B. Instruction and Learning
Is the observed instructional practice consistent with what the school describes, either
verbally or in writing?
Finding: In most classrooms instruction aligned with school expectations, in a few classrooms
this was not as clearly seen. However, the school has not articulated a clear picture of
instructional expectations either in writing or verbally.
In preparation for the site visit, school leaders are asked to describe the school’s instructional
expectations. The document created for site visitors, describing the school’s practices, outlines
CLCS’s academic programs – such as LTM, EL, Think Math!, etc. – as well as the school’s use
of Responsive Classroom for behavior management. However, the document did not contain a
description of the instructional techniques or methods that site visitors would expect to see in the
classroom. On the day of the visit, school administrators told site visitors that they would see
“regular instruction” including a variety of instructional techniques and groupings, reading and
writing workshop, evidence of music, the use of Responsive Classroom, Expeditionary Learning
LTM classes, and documentation of LTM on walls of classrooms and hallways. Based on this
general description of instructional practice, site visitors found that some classrooms
incorporated the above elements; others did not.
Overall, classroom instruction matched the expectations outlined by school leaders. In a few
classrooms, teachers were attempting to follow expectations, but had difficultly effectively doing
so. Site visitors observed a variety of instructional groupings in most classrooms; the use of
centers, whole group, individual work, and small group were observed. Visitors also saw
examples of reading and writing workshop classes. Site visitors saw evidence of music in all
classrooms, either during a class specifically devoted to music, such as LTM or the Listening
Project, but also during transition times as students sang songs. Site visitors did see
Expeditionary Learning principles in most classes during LTM – but did not see learning targets
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(lesson aims/objectives) being used in all classes. Visitors observed several panel displays that
documented student LTM learning. In all but one class, visitors observed Responsive Classroom
techniques used. Not all teachers used this method all the time, and one class did not seem to use
it at all.
Is the classroom and school environment orderly, and does it support student learning?
Finding: A majority of classrooms have established an orderly environment. Common areas
were found to be orderly.
Classroom environments were mixed. In approximately half the classrooms teachers had
established orderly environments, incorporated Responsive Classroom strategies as a
management technique, facilitated smooth transitions between activities and experienced
minimal interruption during instruction. These classrooms were also well organized, bright and
clean. In the other classrooms, site visitors observed less orderly environments. One was
observed to be quite disorganized and chaotic with students exhibiting unsafe behavior such as
running, yelling, hitting, and biting. Two other classrooms were observed to be orderly at some
points of the day, but not at others. In these classrooms, teachers were using Responsive
Classroom techniques sometimes, but not always effectively. These teachers were seen to
struggle with classroom management and not always correct disruptive behavior.
In general, site visitors observed orderly common areas. Due to the school’s small space,
students must form a single file line in the hallways when required to change classrooms. Adults
were always seen to accompany students during classroom transitions. Additionally, teachers and
administrators reported that students have become very good at orderly transitions, given the
number of classroom changes required during the El Sistema portion of the day.
Is instruction effectively delivered and are students engaged in meaningful learning?
Finding: Site visitors observed a range of effective instruction.
Instructional quality varied. Students were engaged in meaningful learning in some rooms, in
others, student behavior interrupted the teacher’s ability to deliver the lesson. Site visitors
observed that when students were presented with structured lessons – such as LTM, Listening
Project, or writer’s workshop lessons – they were engaged, actively participating, and learning
academic content. In classes with less structure, site visitors noted that student focus faltered.
Additionally, site visitors noted that lesson objectives were not always posted. Additionally, site
visitors noted two instances when the lesson plan called for the use of higher order thinking
skills, but students were not asked to do so, instead the teacher only asked them to recall facts.
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Do the school’s instructional practices include the implementation of strategies that
address the needs of diverse learners, including special education students?
Finding: CLCS has continued to offer supports begun last year: a tutorial program and the
looping of teachers to follow a class across grade levels.
Like the prior year, CLCS provides students with academic help through the “Tutors for All”
program. During the El Sistema portion of the day, students meet with tutors four times a week.
Additionally, this year teachers have remained with their classes from the prior school year. Prekindergarten and kindergarten, grades one and two, and grades three to five will “loop”.
How and from whom do teachers receive feedback, guidance, supervision, and evaluation
to improve instructional practice and student achievement?
Finding: Teachers receive informal and formal feedback; the evaluation system is well
understood. Multiple administrators are responsible for teacher evaluation.
All teachers are formally observed twice during the year, with informal “check-ins” more
frequently. Formal observations follow a protocol that is well understood by teachers. The school
has instituted an extensive evaluation rubric – based on Kim Marshall’s teacher evaluation
rubric – that is the basis for formal observations. Teachers are evaluated in six domains –
planning and preparation; classroom management; delivery of instruction; monitoring,
assessment, and follow-up; family and community outreach, and; professional responsibilities.
New this year, a section has been added to evaluate teachers based on student performance.
Teachers reported that administrators discuss the rubric, and the teacher’s performance, in detail.
Teachers reported that this process is helpful and keeps them striving to improve their practice.
On May 1st, teachers receive a formal score and a written narrative summary – which is new this
year. The co-director for academics and the head of school are responsible for conducting
classroom observations. The co-director for operations is informally observing the
implementation of El Sistema and hopes to more fully formalize the process.
How is qualitative and quantitative data used to inform planning and improve student
achievement?
Finding: This year, teachers have received training and professional development on two areas
of the academic program that are targeted for improvement: math and Expeditionary Learning
(EL).
During last year’s site visit, stakeholders identified math as an area for improvement. This year,
the school has devoted weekly professional development time to discuss the school’s math
program. In order to assess the program, teachers have been asked to track two students
throughout the year, specifically noting their growth as math learners. Additionally, the school
has a part time math coach who will be meeting with grades three through five teachers to
discuss the results of the quarterly, MCAS based math interim assessments. The math coach
creates the interims, analyzes and presents data to teachers, runs math professional development
sessions, and models teaching strategies.
Now in its second year as an EL school, administrators noted that the school continues to refine
and improve its EL practices. As noted above, teachers have participated in professional
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development days, visited EL schools, and received help from the EL school designer assigned
to CLCS. In particular, administrators noted that they wanted to better incorporate EL practices
like community circle, shifting the focus from fieldtrips to field work, improving the quality of
celebrations (end of expeditions work showcases) and documentation of learning. Board
members identified the same two areas for whole school focus.
Finding: The school is in the process of improving its use of data to inform instruction and
planning.
This year, the school has placed a greater focus on the use of data to inform instruction. The
school administers assessments four times a year that provide teachers with data to inform
instruction and provide support to students. Some of these assessments use external assessments
– such as Fountas and Pinnell reading assessments – and some are internally created. – a writing
prompt and math assessments. CLCS employs two part-time instructional coaches, one for math
and one for literacy. Teachers and administrators reported that the math coach has helped
teachers to better understand how to use data from interim assessment to inform instruction –
such as grouping and regrouping students by ability, or the use of centers during math class.
Additionally, the school has established a “data wall” outside the academic co-director’s office.
This is a physical data board that lists information for every child in the school. The academic
co-director stated that she hoped to hold a data review in January to discuss how to move
students into the proficiency range for math and ELA.
C. Student Achievement
Are students reaching Proficiency on state standards, as measured by the Massachusetts
Comprehensive Assessment System (MCAS)?
Finding: English language arts and mathematics MCAS scores for CLCS students have shown
improvement over the past two years, with ELA improving at a greater rate than mathematics.
All MCAS results for ELA and mathematics that are available from the last four years are
presented below. This data includes the Composite Performance Index (CPI), a 100-point index
that measures the extent to which students are progressing towards proficiency and which
reflects the distribution of student scores over the four MCAS performance categories. The data
also includes the median Student Growth Percentile (SGP) for the school which shows how
much students’ MCAS performance has improved from one year to the next relative to their
academic peers: other students statewide with a similar MCAS score history.
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English Language Arts MCAS Scores
Key: N = # of students tested; CPI = Composite Performance Index
Warning/Failing %
Needs Improvement %
Advanced/Above Prof. %
Performance on the ELA MCAS improved in
2010. The percentage of students scoring
Proficient or Above Proficient/Advanced
increased in grades three, four, and five. With
the exception of grade four, a majority of
students in all grades are reaching proficiency.
MCAS ELA All Grades for
Conservatory Lab Charter
100
% Students
Proficient %
50
0
50
100
2007
ELA All Grades
% Advanced
% Proficient
% Needs
Improvement
%
Warning/Failing
N
CPI
SGP
N for SGP
2008
2009
2010
2007
5
33
2008
9
37
2009
13
34
2010
19
37
34
32
42
36
8
22
10
8
64
65
73.1
47.0
42
67
76.1
48.0
41
59
82.2
39.0
37
ELA Performance by Grade Level
ELA Grade 3
2007 2008 2009
% Advanced
9
14
30
% Proficient
36
41
30
% Needs
50
27
30
Improvement
% Warning/Failing
5
18
9
N
22
22
23
CPI 77.3 78.4 81.5
ELA Grade 5
% Advanced
% Proficient
% Needs
Improvement
% Warning/Failing
N
2010
10
52
33
5
21
85.7
2007
15
55
2008
14
32
2009
5
33
2010
21
37
25
41
52
37
5
20
14
22
10
21
5
19
ELA Grade 4
% Advanced
% Proficient
% Needs
Improvement
%
Warning/Failing
N
CPI
SGP
N for SGP
Charter School Office
Massachusetts Department of Elementary and Secondary Education
2007
5
32
2008
0
38
2009
4
39
2010
26
21
50
29
43
37
14
33
13
16
22
70.5
21
65.5
41.0
21
23
73.9
48.0
22
19
76.3
18
Page 12 of 25
2010 – 2011 Year Twelve Site Visit Report
Conservatory Lab Charter School
CPI
SGP
N for SGP
88.8
75.0
51.0
21
72.6
84.2
19
19
Mathematics MCAS Scores
Key: N = # of students tested; CPI = Composite Performance Index
Warning/Failing %
Needs Improvement %
Advanced/Above Prof. %
Student performance on the 2010 mathematics
MCAS showed slight improvement. However,
a majority of students are still not reaching
proficiency.
MCAS Math All Grades for
Conservatory Lab Charter
100
% Students
Proficient %
50
0
50
100
2007
Math All Grades
% Advanced
% Proficient
% Needs
Improvement
%
Warning/Failing
N
CPI
SGP
N for SGP
2008
2009
2010
2007
13
14
2008
20
22
2009
12
30
2010
16
26
34
40
36
45
19
18
22
14
64
65
70.8
40.5
42
67
70.9
43.0
41
58
73.3
46.0
37
Mathematics Performance by Grade Level
Math Grade 3
2007 2008 2009 2010
% Advanced
0
36
26
5
% Proficient
32
32
48
35
% Needs
50
18
17
45
Improvement
% Warning/Failing
18
14
9
15
N
22
22
23
20
CPI 65.9 81.8 88.0 75.0
Math Grade 5
% Advanced
% Proficient
% Needs
2007
25
25
35
2008
23
14
36
2009
5
14
48
Math Grade 4
% Advanced
% Proficient
% Needs
Improvement
% Warning/Failing
N
CPI
SGP
N for SGP
2007
23
9
2008
0
19
2009
4
26
2010
26
11
41
67
43
53
27
22
64.8
14
21
64.3
38.0
21
26
23
64.1
23.5
22
11
19
75.0
18
2010
16
32
37
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Page 13 of 25
2010 – 2011 Year Twelve Site Visit Report
Conservatory Lab Charter School
Improvement
% Warning/Failing
N
CPI
SGP
N for SGP
15
20
80.0
27
22
65.9
42.0
21
33
21
59.5
16
19
69.7
19
19
Science MCAS Scores
MCAS Science Grade 5 for
Conservatory Lab Charter
% Students
100
50
0
50
100
2007
Science Grade
5
% Advanced
% Proficient
% Needs
Improvement
%
Warning/Failing
N
CPI
2008
2009
2010
2007
2008
2009
2010
10
40
5
27
0
5
0
16
30
50
57
53
20
18
38
32
20
76.3
22
65.9
21
45.2
19
57.9
Student performance on the science MCAS
has declined over the past three years, with a
slight increase in 2010. However, in 2010
only 16 percent of students are reaching
proficiency.
Is the school making Adequate Yearly Progress (AYP) in the aggregate and in all
statistically significant subgroups?
Finding: In 2010 CLCS made AYP in the aggregate and for subgroups in ELA. The school made
AYP in the aggregate for mathematics, but not for subgroups in 2010.
The aggregate composite performance index (CPI) in ELA at CLCS rose from 76.1 in 2009 to
82.2 in 2010. The school’s CPI in mathematics rose from 70.9 in 2009 to 73.3 in 2010. The Low
Income sub-group’s CPI did not meet state or improvement targets. A summary of the school’s
2010 AYP performance is below as well as the school’s AYP history. Detailed data can also be
found in section V of this report.
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Page 14 of 25
2010 – 2011 Year Twelve Site Visit Report
Conservatory Lab Charter School
Adequate Yearly Progress Summary
NCLB Accountability Status
ENGLISH LANGUAGE ARTS
MATHEMATICS
Performance Rating
Improvement Rating
No Status
High
On Target
Improvement Year 2 - Subgroups
Moderate
On Target
Adequate Yearly Progress History
Adequate Yearly Progress History
ELA
MATH
Aggregate
All Subgroups
Aggregate
All Subgroups
NCLB Accountability Status
2003
2004
2005
2006
2007
2008
2009
2010
No
No
No
-
No
-
Yes
-
Yes
Yes
No
No
Yes
Yes
Yes
Yes
No Status
-
Yes
-
No
-
Yes
-
Yes
Yes
Yes
No
No
Yes
Yes
No
Improvement Year 2 Subgroups
Has the school met or is it making progress toward meeting the academic success objectives
set out in its accountability plan?
Finding: CLCS met, or partially met, a majority of the measures related to academic success
contained in its accountability plan.
CLCS’ approved accountability plan includes five objectives and ten related measures
concerning academic success. CLCS met five measures, partially met two, and did not meet
three of the measures. More information about the school’s success in meeting the objectives and
measures contained in its accountability plan can be found in Section VI, Accountability Plan
Performance, of this report.
III. Organizational Viability
Does the school have systems and structures in place to review the effectiveness of the
academic program and guide its improvement?
Finding: The school has initiated, but not yet systematized, processes for school evaluation.
As stated above, CLCS is beginning to focus on data and data driven instruction. The part time
math coach has assisted teachers with the analysis and evaluation of interim assessment data.
The academic co-director has recently created a data board meant to track student progress. This
year, CLCS has created assessment rubrics for the LTM expeditions. Administrators noted that
rubrics will be created to assess the effectiveness of El Sistema. Administrators also reported that
in the past two years math and literacy specialists have been hired to assess and improve areas of
the school’s academic program. At this point, CLCS is analyzing distinct areas of the school’s
program, but does not yet have a systemized method for reviewing the effectiveness of the entire
academic program. Three separate individuals are responsible for analyzing data for use by
teachers, administrators, or board members. It was not clear if these individuals work together or
analyze the data in a uniform manner. As noted above in this report, the school has identified
math and Expeditionary Learning as its area of focus for this year. Science was not identified as
an area for improvement, even though the 2010 MCAS scores show a great majority of students
are in the Needs Improvement or Failing categories.
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Page 15 of 25
2010 – 2011 Year Twelve Site Visit Report
Conservatory Lab Charter School
How does the board of trustees provide oversight and leadership in key areas of the school,
including academic achievement and fiscal planning?
Finding: The board is very well informed about the school’s performance and many programs.
They are committed to the mission and clearly stated their role to be one of oversight and
support.
CLCS has a fourteen member board of trustees with a wide range of expertise from government,
to arts programming, business, fundraising, education, and music. Board members reported that
the board is very active with a robust subcommittee structure. There are eight subcommittees:
executive, development, education, expansion and facility, finance, El Sistema, early childhood,
and governance. Board members reported that they oversee the school’s academic and financial
health as well as ensure fidelity to mission. During the last year, the board worked to refine and
clearly define many of its existing practices and policies. Board members stated that as soon as
they hired the current head of school (three years ago) they were able to assume a less
managerial role. The board spoke with a great depth of knowledge about the various school
programs and areas targeted for improvement.
The board sets yearly goals in June and assesses their achievement on such goals each April
through a self-assessment. Currently, the board is working towards three overarching goals: to
ensure academic program strength, to assure the establishment of El Sistema, and examine the
degree to which advanced students are challenged by the curriculum. Individual committees also
have their own goals that align with the larger goals. Additionally, the board has been focused on
a desire to expand the school, relocate to a better facility, and continue fundraising efforts.
Is the school environment physically safe and free from harassment and discrimination?
Finding: Stakeholders report that the school has established a physically and emotionally safe
learning environment.
Parents reported that the school is very safe. Furthermore, the school addresses issues of bullying
quickly and effectively, with actions taken to resolve any problems. Parents noted that the small
size of the school creates a community feeling; students know each other well, and are known by
other parents.
Students echoed the description of the school as small and family-like. All students in the focus
group reported that they felt safe and that they knew their classmates well because most students
had attended CLCS together for a number of years. Responsive Classroom techniques were
mentioned by students as a way that teachers manage behavior and keep the classroom
environment safe.
Are the physical facilities adequate for the program of the school?
Finding: The school’s physical facilities are barely adequate. While the school makes due, all
stakeholders noted the need for additional space.
CLCS is located in a facility that is shared with another school. With classrooms on three floors,
site visitors noted that teachers have created orderly, clean rooms out of the small spaces.
Classrooms were noted to be crowded during transitions. Additionally, administrators reported
that the gym, which is shared between the two schools is often difficult to use. Board members
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Page 16 of 25
2010 – 2011 Year Twelve Site Visit Report
Conservatory Lab Charter School
noted that their current focus is finding a new facility that is more adequate to meet the needs of
the school’s academic and music programs.
Are professional staff members qualified by training and/or experience in the areas to
which they are assigned?
Finding: Most teachers are relatively new to CLCS. A majority of teachers have over three years
of teaching experience.
CLCS has ten classroom teachers in grades K-1 (pre-kindergarten) to five. Also counted in the
totals below are the two El Sistema program directors (Abreu Fellows) who help integrate and
teach the LTM units in the regular education classrooms. As noted in the chart below, nine
teachers have been at CLCS for two years or less. The teaching staff has a range of experience in
teaching, with most teachers having at least three years of experience. During the 2009-10 school
year, approximately 77 percent of the teaching staff was highly qualified and 52 percent were
licensed.
Years of Teaching Experience for Lead/Core Subject Teachers 2010-2011
1 Year
2 Years
3-5 Years
5-10 Years
Teachers with
this number of
0
2 (17%)
4 (33%)
3 (25%)
years teaching
Teachers with
this number of
5 (42%)
4 (33%)
3 (25%)
0
years teaching
at CLCS
11-20 Years
1 (8%)
0
Are school community members satisfied with the performance of the school?
Finding: All stakeholders expressed satisfaction with the school’s academic program, culture,
and community. Additionally, all expressed excitement about the many music programs offered
by the school.
All stakeholders expressed excitement about the school’s current music programs. Parents,
teachers, and students all noted that there had been a greater focus on music, and additional
music opportunities provided to students over the past two years. Students appreciated their new
ability to choose from a variety of instruments and spoke with pride about how their school was
infused with music. Parents expressed satisfaction with the school’s academic program as well –
speaking about the project based learning and field work which engaged their children as
learners. Teachers reported to site visitors that they appreciated their own professional
development opportunities, especially the growth that has accompanied the creation of the LTM
curriculum. Teachers shared that CLCS’ professional culture emphasized an effort to
continuously improve. Board members expressed a deep appreciate for the leadership shown by
CLCS’ head of school and expressed confidence that the school would be able to grow under her
direction.
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Page 17 of 25
2010 – 2011 Year Twelve Site Visit Report
Conservatory Lab Charter School
Has the school met or is it making progress toward meeting the organizational viability
objectives set out in its accountability plan?
Finding: CLCS met all of the measures related to organizational viability contained in its
accountability plan.
CLCS’ approved accountability plan includes three objectives and seven related measures
concerning organizational viability. CLCS met all seven measures. More information about the
school’s success in meeting the objectives and measures contained in its accountability plan can
be found in Section VI, Accountability Plan Performance, of this report.
IV. Conclusion
In its twelfth year, CLCS has met the conditions imposed upon the charter at its last renewal. The
school has amended its charter to reflect the current Learning Through Music (LTM) program
and the school’s chosen pedagogical model. CLCS staff members have produced an extensively
documented LTM curriculum and implemented a variety of music programs during the last two
years. Site visitors remarked that CLCS is a music infused school, with students participating in
music opportunities throughout the day and in El Sistema each afternoon.
While the school has made strides during the past two years in realigning the academic program
to the mission, stakeholders identified areas for further improvement. While the LTM curriculum
is well documented, other curricular documents are not as fully written. School stakeholders
identified a need to improve the school’s math program and have begun to focus on this topic for
teacher professional development. MCAS science scores show a decline over the past three
years, however school leaders did not identify this as an area of concern.
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Page 18 of 25
2010 – 2011 Year Twelve Site Visit Report
Conservatory Lab Charter School
V. 2010 Adequate Yearly Progress Data
English Language Arts
(A) Participation
(B) Performance
(C) Improvement
(D) Attendance
Student
Group
Enrolled
Assessed
%
Met
Target
(95%)
N
2010
CPI
Met
Target
(90.2)
2009
CPI
Baseline
Gain
Target
On Target
Range
Met
Target
%
Change
Met
Target
Aggregate
59
59
100
Yes
59
82.2
No
76.1
4.8
76.4-85.4
Yes
93.9
0.1
Yes
Yes
13
13
-
-
13
-
-
-
-
-
-
-
-
-
-
7
-
-
-
-
-
-
-
-
-
-
-
-
-
-
47
47
100
Yes
47
81.4
No
72.7
5.5
73.7-82.7
Yes
93.3
-0.2
Yes
Yes
27
27
-
-
27
81.5
-
-
-
-
-
-
-
-
-
Lim. English
Prof.
Special
Education
Low Income
Afr.
Amer./Black
Asian or Pacif.
Isl.
Hispanic
1
-
-
-
-
-
-
-
-
-
-
-
-
-
-
14
14
-
-
14
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
15
15
-
-
15
-
-
-
-
-
-
-
-
-
-
Native
American
White
AYP
2010
Mathematics
(A) Participation
(B) Performance
(C) Improvement
(D) Attendance
Student
Group
Enrolled
Assessed
%
Met
Target
(95%)
Aggregate
59
58
98
Yes
58
73.3
No
70.9
5.8
72.2-81.2
Yes
93.9
0.1
Yes
Yes
13
13
-
-
13
-
-
-
-
-
-
-
-
-
-
Lim. English
Prof.
Special
Education
Low Income
Afr.
Amer./Black
Asian or Pacif.
Isl.
Hispanic
2010
CPI
2009
CPI
Baseline
Gain
Target
On Target
Range
Met
Target
%
Change
Met
Target
AYP
2010
7
-
-
-
-
-
-
-
-
-
-
-
-
-
-
47
46
98
Yes
46
69.6
No
68.5
6.3
70.3-79.3
No
93.3
-0.2
Yes
No
27
26
-
-
26
75.0
-
-
-
-
-
-
-
-
-
1
-
-
-
-
-
-
-
-
-
-
-
-
-
-
14
14
-
-
14
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
15
-
-
15
-
-
-
-
-
-
-
-
-
-
Native
American
White
N
Met
Target
(84.3)
15
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Page 19 of 25
2009 – 2010 Year Eleven Site Visit Report
Conservatory Lab Charter School
VI. Accountability Plan Performance
A. Faithfulness to Charter
2009-10
Performance
Notes
Objective: The CLCS will enable musical achievement for all students
Measure: All students will achieve a score of 70% or higher at the end of the
school year on the Violin Benchmark Assessment in the appropriate level for
that child
Not Assessable
Measure: All students will exceed the Massachusetts general music standards.
Not Accessible
Measure: All students will perform individually and as a group in front of an
audience at least 6 times a year.
Met
 CLCS provided site visitors with data
that outlined student violin
achievement on a set of four
benchmarks, which rated students as
advanced, proficient, needs
improvement, and failing. The school
did not state if all students achieved a
70%, but noted the following scores
in the 2009-10 school year:
 Advanced – 50%
 Proficient – 39%
 Needs improvement – 11%
 CLCS did not define what “exceeding”
the Massachusetts general standards
was.
 CLCS focused on eight general music
benchmarks during the 2009-10
school year. Student achievement on
the eight benchmarks was as follows:
o Advanced – 23%
o Proficient – 73%
o Needs Improvement – 4%
 During the 2009-10 school year,
CLCS held four, school wide musical
events at which students performed.
Additionally, the school held two
assemblies each Friday which
included musical performances.
 School administrators reported that
students had at least six opportunities
to perform in front of an audience.
Objective: The school will complete the creation of its revised LTM curriculum.
Measure: By the end of the summer of 2010, all LTM units will have been
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Met
 At the time of the site visit, CLCS’
Page 20 of 25
2009 – 2010 Year Eleven Site Visit Report
Conservatory Lab Charter School
written and will have been edited at least once.


Measure: Over a three year period, twenty-one LTM Units will have been
written, piloted, edited and published by the spring of 2012. These units will
include all project/presentation rubrics to assess student performance.
Partially Met


Measure: All units will have a culminating project/presentation.
Met

Measure: At the end of every unit there will be an exhibition and parents will
be invited to participate.
Partially Met

senior researcher and editor reported
that half of the school’s 23 LTM
units were edited and ready for
dissemination.
Administrators stated that all units
have been edited at least once.
While CLCS does not have to meet
this measure until 2012, the school
has written 23 LTM units, and edited
half of them. According to staff, the
units are not yet ready for
publication.
During this school year, CLCS has
created a rubric for each culminating
project for each LTM unit.
A summary of each LTM unit shows
that all units include a culminating
project or presentation.
During the 2009-10 school year,
CLCS only held one school wide
presentation of expedition final
products. Additionally, individual
classes invited family members to
presentations of final projects.
During the current school year, CLCS
has created a robust expedition
celebration schedule. By the end of
December, all grade levels had
shared final projects from their first
expeditions to the school and wider
community.
Objective: The CLCS will assess and evaluate its program for potential dissemination and duplication in other schools.
Measure: All teachers implementing the LTM Units will keep a running record
of content and implementation issues to address before publication of the units.
Measure: A National Institute for Learning Through Music will be organized
for the summer of 2012. The overall purpose of this Institute is to provide
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Met
Partially Met
 Teachers reported that they are
required to provide feedback on the
LTM units taught. Site visitors
viewed samples of teacher feedback
on LTM units.
 Teachers, administrators, and board
members all noted that the school is
Page 21 of 25
2009 – 2010 Year Eleven Site Visit Report
Conservatory Lab Charter School
working on documentation and
refinement of LTM units in order to
prepare for this Institute.
Stakeholders report that the school is
on target to meet this 2012 measure.
technical assistance to participants interested in creating/transforming a school
by using CLCS’ Learning Through Music model. CLCS will create a toolkit of
best practices for all participants.
B. Academic Program
2009-10
Performance
Notes
Objective: CLCS will enable academic achievement for all students.
Measure: All fifth graders will present a graduation culminating multidisciplinary project that meets the “acceptable level” of an established
performance rubric.
Partially Met
Measure: 50% of the fifth graders will exceed the acceptable level of
performance using the established rubric for the culminating project.
Met
 CLCS reported that in 2009-10 95% of
5th graders earned an acceptable level
on their project.
 5th graders gave an oral presentation
on the Civil Rights Era.
 It should be noted that the rubric used
to assess student performance did not
include the language “acceptable
level.” The rubric included four
levels – distinguished, accomplished,
apprentice, and novice.
 According to CLCS, 79% of fifth
graders exceeded the acceptable level
of performance on their culminating
project for the Civil Rights Era unit.
 However, as cited above, the rubric
used to assess student performance
does not outline what level or
performance is “acceptable” and
what level exceeds acceptable.
Objective: CLCS students will become proficient in the use of the English Language as demonstrated in one or more of the following
measurements.
Measure: The school will achieve AYP in English Language Arts.
Met
Measure: Using the school’s interim assessments (based on objective
Fountas-Pinnell benchmarks), 90% of the students will make at least one year’s
growth in reading or ELA in each academic year.
Met
 In 2010, CLCS made AYP in ELA for
the aggregate and for subgroups.
 97% of students were either above
grade level or made a full year of
progress on the Fountas & Pinnell
benchmarks.
Objective: CLCS students will become proficient in the use of the mathematics as demonstrated in one or more of the following
measurements.
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Page 22 of 25
2009 – 2010 Year Eleven Site Visit Report
Conservatory Lab Charter School
Measure: The school will achieve AYP in mathematics.
Measure: Using the school’s interim assessments 90% of the students will
make at least one year’s growth in math in each academic year.
Not Met
Met
 In 2010, CLCS made AYP in
mathematics for the aggregate, but
not for subgroups. The school
currently has a status of Improvement
Year 2 for subgroups in mathematics.
 CLCS reports that 91% of students
were either at/above grade level or
made yearly progress.
 The school reports that yearly progress
was measured either by the tutorial
assessment or by the end of the year
summative assessments.
Objective: CLCS students will become proficient writers.
Measure: Using the CLCS writing assessments, 80% of students will show
mastery of appropriate grade level skills by the end of the year.
Not Met
Measure: 100% of the students will publish a piece of their writing in a
school-wide anthology.
Met
 According to data viewed by site
visitors, 73% of students earned a
level of proficient (a score of 18 or
above) on the spring 2010 writing
assessment.
 Site visitors viewed the school-wide
anthology. It appeared that every
student had a piece of writing
published in the anthology.
Objective: CLCS students will demonstrate mastery of content and skills in history/social sciences and science/technology as outlined in the
Massachusetts state curriculum frameworks.
Measure: Individual student and group exhibitions will be held at the end of
each trimester and 50% of the students will exceed the “acceptable level” of an
established rubric for performance in CLCS multidisciplinary approach to
history/social studies and science/technology.
Partially Met
Measure: Sixty percent of CLCS students will earn a level of proficient or
advanced on the Science and Technology MCAS Assessment in school year
2009-10 if enrolled at CLCS for at least two years. In each subsequent year the
% of students scoring at the proficient or advanced level will increase by 10%
until reaching 100% by the school year 2013-14.
Not Met
Charter School Office
Massachusetts Department of Elementary and Secondary Education
 The 2010-11 school year is the first
during which teachers will use
established rubrics for performance
on LTM units which incorporate
social studies and science content.
 CLCS did not provide site visitors
with this data.
 In 2010, 5th grade CLCS student
performance on the Science and
Technology MCAS test:
o 16% proficient
o 53% Needs Improvement
o 32% Warning/Failing
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2009 – 2010 Year Eleven Site Visit Report
Conservatory Lab Charter School
2009-10
Notes
Performance
Objective: The Conservatory Lab Charter School will establish principles and procedures that will enable the school to operate in a
financially viable and publicly transparent manner.
C. Organizational Viability
Measure: Each year, the school will operate on a balanced budget, meaning
actual revenues will equal or exceed actual expenses.
Met
Measure: Unrestricted net assets will be equal to or exceed twenty-five percent
of the school’s operating budget for the upcoming year.
Met
Measure: Each year the school will receive a clean audit report with no material
weaknesses.
Met
 CLCS reports that the school’s
foundation provides the necessary
funds to balance the budget each year.
 In FY10, CLCS had an operating loss
of $124,677.
 In FY10, the school’s operating budget
was approximately $2.3 million and the
unrestricted net assets were
approximately $433K or 18%.
 When taking into account the
foundation’s unrestricted net assets of
44%, the school and foundation
together meet the measure.
 The school’s FY10 audit did not
contain any material weaknesses.
 However, the audit did note two
compliance findings outlining problems
with the school’s CORI documentation
and MTRS withholdings. The school
has outlined an action plan to address
both issues.
Objective: The CLCS will successfully recruit students to meet enrollment levels as defined in the charter application and subsequent
amendments.
 As of the site visit, CLCS’ enrollment
Measure: Full enrollment will be reached annually be the required filing date of
was 154 and the school had a waitlist
the pre-enrollment report. Waitlists after the annual lottery will constitute no
Met
of over 600 students.
less than 75% of the total number of students in the student lottery.
Objective: The CLCS will establish a strong management structure.
Measure: The CLCS board of trustees will represent the diverse skills and
expertise required to meet the mission of the school as defined by the
Governance Committee of the Board.
Met
Measure: The CLCS board of trustees will continue its practice of oversight for
all aspects of the school by actively participating in at least one board sub-
Met
Charter School Office
Massachusetts Department of Elementary and Secondary Education
 According to board member
qualifications and experience, the
board includes diverse skills that are
required to meet the mission of the
school.
 In October 2010, the CLCS board of
trustees evaluated board member
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2009 – 2010 Year Eleven Site Visit Report
Conservatory Lab Charter School
committee.
Measure: The CLCS Board of Trustees will rate itself satisfactory or above as a
result of participating in a self-assessment session.
Charter School Office
Massachusetts Department of Elementary and Secondary Education
Met
attendance and participation in subcommittees. The board determined
that all members are actively
participating in sub-committees and
the board as a whole.
 During the spring of 2010, the board
conducted a robust self-evaluation of
the board assessment process. The
board established ten
recommendations to improve its
functioning and strengthen the board
overall.
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